scholarly journals Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shan Wang ◽  
Xin Xu ◽  
Fang Li ◽  
Haixia Fan ◽  
Eryang Zhao ◽  
...  
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teaching Method ◽  
Online Classes ◽  
Ministry Of Education ◽  
Oral Diseases ◽  
Teaching Satisfaction ◽  
Medical University ◽  
Post Assessment ◽  
Medicine Education

Abstract Background Colleges and universities in China have offered courses based on online teaching platforms as required by the Ministry of Education since the beginning of the COVID-19 pandemic. This emergency action was not an expedient measure, but a powerful impetus to improve extant education and implement teaching reform. Oral histopathology is a basic subject in oral medicine education, which combines theory with practice. The course aims to improve the ability of students to observe, think, analyze and identify oral diseases. Method We adjusted and modified the original Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) teaching method to fit the characteristics and needs of oral histopathology. We then combined the characteristics of Small Private Online Courses (SPOCs) and a Flipped class to complete teaching material online, and assessed the effects of such teaching using a questionnaire and interviews. Fifty 5th-year undergraduates in stomatology at the School of Stomatology of Harbin Medical University of China participated in online classes. All were in the junior second half of the semester at the beginning of 2020. Teachers investigated from various medical colleges were responsible for delivering courses associated with stomatology or ophthalmology. Result & conclusion The results showed that the modified BOPPPS combined with SPOC and the Flipped class improved teaching satisfaction. Modified BOPPPS combined with SPOC and the Flipped class is a useful complement to offline teaching on 5th-year undergraduate oral histopathology learning in China during COVID-19, and it can meet the multiple needs of students participating in the course.

scholarly journals The Development of Online Learning in Israeli Higher Education

2020 ◽  
Vol 9 (5) ◽  
pp. 15 ◽  
Author(s):  
Erez Cohen ◽  
Nitza Davidovitch
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching Method ◽  
Free Market ◽  
Real Life ◽  
Ministry Of Education ◽  
The World ◽  
Research Findings

The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.

scholarly journals Opinions of primary education teachers on the advantages and disadvantages of on-line teaching

Educatia 21 ◽  
2020 ◽  
pp. 143-147
Author(s):  
Delia Muste
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Educational Process ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Advantages And Disadvantages ◽  
Online Platforms ◽  
Local Decision ◽  
On Line

"In Romania, schools were closed, courses were suspended on March 11, 2020. The Ministry of Education and Research sent teachers the recommendation to conduct online courses at home. Over the following weeks, this recommendation was supplemented by others, the Ministry recommend that teachers take online courses, without making them compulsory. On March 20, 2020, the Ministry of Education approved the Methodology on the distance continuation of the educational process in quarantine conditions that establishes the way to continue the educational process in primary, secondary and high school institutions in quarantine conditions. The methodology establishes the obligation to conduct distance learning courses through various online platforms (eg Viber, Whatsapp, Facebook, Google Classroom, Zoom, etc.) and allows the assessment of students during this period and the registration of grades in the catalog. The large number of platforms available online for conducting such courses, as well as the lack of a national or local decision on the use of a single platform, has generated quite a bit of confusion among teachers and especially among students. We wanted to find out the opinions of primary school teachers regarding the advantages and disadvantages they perceive regarding online teaching, through interviews with them."

scholarly journals Online Learning Benefits and Challenges During the COVID 19 - Pandemic-Students’ Perspective from SEEU

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 86-103
Author(s):  
Brikena Xhaferi ◽  
Gëzim Xhaferi
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Online Courses ◽  
Online Classes ◽  
East European ◽  
Language And Literature ◽  
Student Questionnaire ◽  
The Impact

Abstract Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several challenges which are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses.

scholarly journals Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

2021 ◽  
Vol 12 ◽  
Author(s):  
Yangping Li ◽  
Xinru Zhang ◽  
David Yun Dai ◽  
Weiping Hu
Keyword(s):  
Curriculum Design ◽  
Online Teaching ◽  
Online Courses ◽  
Ministry Of Education ◽  
Curriculum Innovation ◽  
Spring Semester ◽  
Key Competencies ◽  
Learning At Home ◽  
Based Instruction ◽  
Instruction Theory

At the beginning of 2020, to stop the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of China launched a policy “Suspension of classes without suspending schooling” for the spring semester of 2020. However, the drawbacks of online teaching (e.g., students’ inadequate autonomous learning, the lack of effective online instruction) forced us to modify teaching strategies during this special period, especially developing courses that are suitable for student learning at home and improving their key competencies. In order to solve these problems, this study introduces some theoretical exploration and practical work of curriculum design under the guidance of thinking-based instruction theory (TBIT) during the pandemic. We firstly introduce TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is reported to illustrate the effects of three micro-courses. Results showed that, compared to national curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced students’ motivation and facilitated their online learning behavior (such as interactive communication) for the online courses. The current study has important implications for how to design effective and interesting online courses suitable under pandemic and capable of improving students’ thinking abilities and key competencies.

scholarly journals Teacher’s Perception on Online Teaching method during Covid-19: With Reference to School Level Teachers at Faculty of Education, The Open University of Sri Lanka

2021 ◽  
Vol 9 (2) ◽  
pp. 132-140
Author(s):  
H D C Priyadarshani ◽  
D Jesuiya
Keyword(s):  
Sri Lanka ◽  
Online Education ◽  
Online Teaching ◽  
Teaching Method ◽  
School Level ◽  
Open University ◽  
Online Classes ◽  
Improvement Programs ◽  
Faculty Of Education ◽  
Conventional Classroom

The world is facing one of the toughest conditions in the present, dealing with COVID-19. There have been several problems in the education sector during this pandemic season. COVID-19 has resulted in a countrywide lockdown in Sri Lanka. This research is an effort to understand the understanding of online education by respondents, which is the latest form of teaching embraced by schools since the pandemic. For undergraduate teachers in the special needs department, faculty of education, open university, Sri Lanka, the study was carried out using data collected through Google form. The SPSS recorded and analyzed data using factor analysis and descriptive statistics. The study shows that students are satisfied with online classes and get ample teacher help, but they do not assume that conventional classroom teaching would be replaced by online classes. It also finds that due to a lack of proper preparation and growth for doing online classes, teachers face difficulties in conducting online classes. The biggest challenge for online classes is technological and network challenges. To accomplish this aim, teachers and students must periodically take training and improvement programs from schools or government. There is a need to consider the barriers that come in the way of embracing online learning and taking corrective steps to address it.

scholarly journals Efficiency of Online Course of Medical Statistics in Nanjing Medical University During the COVID-19 Epidemic

2020 ◽  
Author(s):  
Senmiao Ni ◽  
Wensong Chen ◽  
Honggang Yi ◽  
Yang Zhao ◽  
Na Tong ◽  
...  
Keyword(s):  
Online Teaching ◽  
Clinical Medicine ◽  
Teaching Method ◽  
Online Course ◽  
Medical Statistics ◽  
Learning Platform ◽  
Teachers And Students ◽  
Efficient Alternative ◽  
Strongly Agree ◽  
Medical University

Abstract Background: To analyze the online course efficiency of a combined mode of Massive Open Online Course (MOOC) micro-video and E-learning platform in Nanjing Medical University during the COVID-19 epidemic. Methods: We developed a new questionnaire to assess the efficiency of online teaching of medical statistics in Nanjing Medical University. This investigation enrolled students participating in the online course of medical statistics from January 2020 to June 2020. The “Questionnaire Star” electronic questionnaire collection system was used to collect data. Results: In total, 1050 of the 1210 (86.78%) students completed the questionnaire, including 971 (92.48%) juniors. To be specific, 57.33% of the students majored in clinical medicine, 15.14% in pharmacy, 10.38% in pediatrics, 8.00% in medical imageology, and 6.29% in basic medicine. As to the question "Are you satisfied with the current online teaching method?", 354 (32.77%) students responded with "Agree" and "Strongly Agree", and 1012 (96.47%) thought they needed to consolidate what they had learned after returning to school. Most students reported their "Difficulties in the learning process" by "Learning motivation" and "Personal inertia" (59.90% and 58.29%, respectively).Conclusions: The online course of medical statistics was favored by most students, suggesting its efficiency an efficient alternative to classroom study during the COVID-19 pandemic. Yet there were still some problems, such as inconvenient communication between teachers and students, poor mastery of key knowledge, which should be resolved in classroom teaching at school.

scholarly journals Design and Realization of Online Teaching Platform Based on WebPlus in Medical University

2019 ◽  
Vol 25 ◽  
pp. 02003 ◽  
Author(s):  
Qinglian Yu ◽  
Tao Qi
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Teaching Quality ◽  
Teaching Resources ◽  
Teaching Platform ◽  
Management Platform ◽  
Teaching Characteristics ◽  
Teachers And Students ◽  
And Function ◽  
Medical University

Online teaching platform is a teaching method that advocates the guidance of teachers and focuses on students. The traditional teaching mode can't meet the education mode in the information age, the position and function of teaching platform and teaching resources in the teaching activities of teachers and students are becoming more and more obvious. Based on the management platform of the website group, this paper builds a online teaching platform conforming to the teaching characteristics of medical colleges, aiming at completing the intellectualization of the teaching platform and effectiveness of the design of teaching resources, stimulating students' enthusiasm for learning and improving teachers' teaching quality.

Teaching with Technology

2012 ◽  
Vol 3 (2) ◽  
pp. 47-53 ◽  
Author(s):  
Susan K. Dennett ◽  
Maria D. Vásquez-Colina
Keyword(s):  
Adult Learners ◽  
Online Teaching ◽  
Online Courses ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Online Classes ◽  
Completion Rates ◽  
Teaching With Technology ◽  
Engagement Strategies ◽  
Technology Students

In this article, the authors discuss how technology can enhance online teaching and student engagement. As the number of adult learners increase and the continuing use of online teaching increases, it is important to keep students engaged during learning. If the adult learners are engaged, they will most likely remain the duration of the course, ensuring retention in online courses. Currently completion rates for online courses can be significantly lower than those of the traditional classroom based on studies by a number of authors for a variety of reasons (Diaz, 2002; Lorenzetti, 2002; Murray, 2001). Students will also be more likely to sign up for future online classes when engagement strategies are used. By incorporating the type of technology students use in their everyday life will encourage engagement and relevance. When educators use technology effectively and efficiently in their classes, this increases engagement and provides a positive learning experience for the student. The article reviews literature that outlines different types of technology and the ways technology can complement an online class.

scholarly journals Toward an Understanding of Development of Learning to Solve Ill-Defined Problems in an Online Context: A Multi-Year Qualitative Exploratory Study

2016 ◽  
Vol 20 (1) ◽  
Author(s):  
Naren Peddibhotla
Keyword(s):  
Student Performance ◽  
Case Studies ◽  
Online Teaching ◽  
Online Courses ◽  
Inductive Learning ◽  
Online Classes ◽  
Trial And Error ◽  
Online Setting ◽  
Error Learning ◽  
Self Discovery

The case study is a classic tool used in several educational programs that emphasizes solving of ill-defined problems. Though it has been used in classroom-based teaching and educators have developed a rich repertoire of methods, its use in online courses presents different challenges. To explore factors that develop skills in solving ill-defined problems, I present results of a seven-year study seeking to develop tools for facilitating and assessing skills for case studies in an online graduate class. This study began with the introduction of a classroom-based case method into an online graduate class. Over the following years, I used three sources of data to make changes to the design of the course with respect to case studies: feedback from students, feedback from colleagues, and measurement of student performance. Findings suggest the following general approaches may work better in online classes involving case studies in particular, and more broadly in courses that teach solving of ill-defined problems: 1) immersion (or the use of drills) to support trial and error learning especially given the additional distractions of an online setting as compared to attending classes on campus; 2) structure to facilitate learning as it involves building skills based on absorptive capacity that students acquire from skills learned earlier; 3) social learning to enhance trial and error learning; 4) inductive learning that may be more appropriate to online teaching as compared to deductive learning; 5) provision of structure instead of participation by the instructor may encourage self-discovery of methods to solve ill-defined problems in an online context.

Nigerian Law Students’ Perception of Online Teaching: Appraisal of COVID-19-imposed Online Classes

2021 ◽  
pp. 232200582110619
Author(s):  
Afolasade A. Adewumi ◽  
Oluyomi Susan Pitan
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Legal Education ◽  
Regulatory Body ◽  
Classroom Setting ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
Face To Face

The Council of Legal Education, which is the regulatory body for the legal profession in Nigeria, has made it clear over the years that the training of lawyers cannot be adequately carried out through correspondence or distance learning, which can be interpreted as online learning or remote learning. As a response to the COVID-19 pandemic lockdown, various online teaching and learning methods were adopted by educational institutions all over the world, to ensure the continuity of the learning process, truncated by the pandemic. This study, carried out through a multidisciplinary approach, is an assessment of the perception of students on the level of effectiveness of COVID-19-imposed online teaching and learning, especially, in comparison with the traditional classroom setting among legal education students in Nigeria. From the study, it was observed that students perceived the online learning method to be more effective than the traditional face-to-face method of delivery but were less focused during the online classes as compared to physical classes. Furthermore, many of the students opined that online classes should be discontinued after the lockdown. Despite students’ distractions during online learning, there is a need to recognize that online learning is a panacea for the crisis at hand (the COVID-19 pandemic), and for as long as it lasts, there may not be a complete return to the physical classroom setting. The study suggests ways of minimizing the challenges that students who do not find online learning effective face with its use, while also calling on the Council of Legal Education to revisit its stance towards the adoption of online learning as a suitable teaching method to be incorporated into legal education.

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